Children and Computers

2009 ◽  
pp. 75-83 ◽  
Author(s):  
Paolo Ferri
Keyword(s):  
Early Childhood ◽  
Basic Assumption ◽  
New Technologies ◽  
Digital Technologies ◽  
Early Years ◽  
Cultural Meanings ◽  
Adequate Understanding ◽  
Teachers And Parents ◽  
The Way

The basic assumption of our research is that in order for teachers and parents to promote an effective and critical use of new technologies in the early years (especially in preschools) they need to gain a deeper understanding of the way in which children spontaneously approach these technologies together with an improved awareness of adults’ representations and ideas (Ferri & Mantovani, 2006). Too often computers and digital technologies are introduced in early childhood contexts without adequate understanding of their cultural meanings, cognitive, and social potentials or constraints, which is particularly true in preschool settings as shown by Varisco (2002) and Albanense, Migliorini, and Pietrocola (2000).

scholarly journals Transforming early childhood experiences with digital technologies

2017 ◽  
Vol 8 (2) ◽  
pp. 173-183 ◽  
Author(s):  
Maria Hatzigianni
Keyword(s):  
Early Childhood ◽  
New Technologies ◽  
Digital Technologies ◽  
Early Years ◽  
Societal Implications ◽  
Future Research ◽  
Childhood Experiences ◽  
Everyday Practices ◽  
The Everyday ◽  
The Future

The aim of this article is to stimulate a discussion beyond just the use of digital technologies in the early years of education, to also consider the broader societal implications of their use. The Freirian notion that education has the power to transform lives is reflected upon in this article, and it explores the use of new technologies in ways that have the potential to significantly alter the everyday practices adopted in the early years curriculum experience. Projects underpinned by a critical or postmodern framework and how they used digital technologies to make crucial changes in the lives of their participants will also be analysed in an attempt to further inspire the future research endeavours.

scholarly journals Becoming clowns: How do digital technologies contribute to young children’s play?

2019 ◽  
pp. 146394911986420
Author(s):  
Tove Lafton
Keyword(s):  
Early Childhood ◽  
Digital Technologies ◽  
Digital Age ◽  
Early Years ◽  
Digital Tools ◽  
Early Childhood Setting ◽  
Material World ◽  
Children's Play ◽  
Children’S Play

Research concerning play and technology is largely aimed at expanding the knowledge of what technological play may be and, to a lesser extent, examines what happens to children’s play when it encounters digital tools. In order to explore some of the complexity in play, this article elaborates on how Latour’s concepts of ‘translation’ and ‘inscription’ can make sense of a narrative from an early childhood setting. The article explores how to challenge ‘taken-for-granted knowledge’ and create different understandings of children’s play in technology-rich environments. Through a flattened ontology, the article considers how humans, non-humans and transcendental ideas relate to one another as equal forces; this allows for an understanding of play as located within and emerging from various networks. The discussion sheds light on how activation of material agents can lead us to look for differences and new spaces regarding play. Play and learning are no longer orchestrated by what is already known; rather, they become co-constructed when both the children and the material world have a say in constructing the ambiguity of play. Lastly, the discussion points to how early years practitioners need tools to challenge their assumptions of what play might become in the digital age.

Becoming a Person

2017 ◽  
Author(s):  
Kai Erikson
Keyword(s):  
Early Childhood ◽  
Social Order ◽  
Social World ◽  
Early Years ◽  
George Herbert ◽  
The Social ◽  
Total Institutions ◽  
The Way

This chapter examines the process of socialization, of becoming a person—the way we become aware of the social world we are a part of and learn to participate in it. It first considers the lessons of early childhood and how a child learns a particular language before discussing George Herbert Mead's views on childhood learning. It then analyzes the processes that occur when people are removed from the larger social order and confined to total institutions and “becoming a person once again,” also known as “secondary socialization” or “resocialization.” It suggests that, whether one is speaking of “becoming a person” in the early years or repeating some part of that process later, members of a society live by an informal grammar.

scholarly journals Teaching Early Years Children during COVID-19 through Digital Technologies

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Iqra Asim ◽  
Dr. Muhammad Shahid Farooq
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Digital Literacy ◽  
Digital Technologies ◽  
School Closure ◽  
Early Years ◽  
Learning System ◽  
Interactive System ◽  
Childhood Education ◽  
Digital Skills

Covid 19 outbreak has its considerable effects on whole education system. Due to forced school closure many students have left schools. This study was conducted to check the influence of digital technologies on early childhood education during covid-19. Data were collected through convenience sampling technique. Respondents of this study were consisting on twenty teachers and head teachers of public and private schools of early childhood education. Data were collected through audio and written interviews. The findings of this study revealed that a number of ways were adopted effectively to transmit education to children at their home i.e. online Google classrooms and live sessions in Whatsapp groups, and Google meet/zoom, Blended learning system (LMS), skype.com, youtube.com, Go to meeting.com, Blacknoard.com, Zoom etc. Some challenges were also found in this study such as internet access issue, electricity issue, lack of technological equipment’s (laptop/ smart phones) lake of students’ attention, less skills to use technology that leads towards inefficient teaching at ECE level. It created difficulties for teacher, parent and students. A more interactive system of teaching to facilitate learning at early childhood level may be developed with all needs to be filled easily. Further online sessions may be organized to give awareness and knowledge about the use of technology and digital skills to parents and teachers with low level of digital literacy. Key words: Technological tools, digital skills, early childhood education, digital literacy, COVID-19

scholarly journals DIGITAL TECHNOLOGIES USED IN THE CLASSROOM AS SUPPORTING INSTRUMENTS IN THE EARLY YEARS OF BASIC EDUCATION

2020 ◽  
Vol 4 (7) ◽  
pp. 854-868
Author(s):  
Francisco Carlos da Silva Caetano
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
New Technologies ◽  
Digital Technologies ◽  
Early Years ◽  
Technological Innovations ◽  
Access To Information ◽  
The World ◽  
Teaching Learning ◽  
Different Content

We live in a time surrounded by innumerable technological innovations that have impacted this generation significantly, since very early people already make use of some electronic gadget, navigating a universe rich in entertainment features, allowing access to different content whether close or even far. Such technological innovations promote relevant transformations in all sectors of society, contributing to the formation of more active and participative subjects in issues of interest around themselves and the world, favoring the dissemination of popular culture and its enrichment. New technologies favor changes in thinking, acting, teaching and learning, as they have significantly contributed to the advancement of communication and access to information in real time. It is noticed that children are increasingly getting access to these technological tools and master them very skillfully, being able to teach the most advanced in age the use of these novelties. Thinking about the way the child is positioned in the technological society, this work sought to investigate the importance of using new digital technologies in the classroom to enhance the teaching-learning process in the early years of basic education.

Imaginative Machines

2018 ◽  
Vol 22 (1) ◽  
pp. 98-125 ◽  
Author(s):  
Alberto Romele ◽  
Keyword(s):  
Big Data ◽  
Exponential Growth ◽  
New Technologies ◽  
Digital Technologies ◽  
Human Condition ◽  
The Third ◽  
Emerging Media ◽  
Technological Artifacts ◽  
Forms Of Knowledge ◽  
The Way

In philosophy of emerging media, several scholars have insisted on the fact that the “new” of new technologies does not have much to do with communication, but rather with the exponential growth of recording. In this paper, instead, the thesis advanced is that digital technologies do not concern memory, but imagination, and more precisely, what philosophers from Kant onwards have called productive imagination. In this paper, however, the main reference will not be Kant, but Paul Ricoeur, who explicitly refers to the Kantian productive imagination in his works, but also offered an externalized, semioticized, and historicized interpretation of it. The article is developed in three steps. In the first section, it deals with Ricoeur’s theory of narrative, based on the notions of mimesis and mythos. In the second section, it is first argued that human imagination is always-already extended. Second, it will be shown how mimesis and mythos are precisely the way software works. In the third section, the specificity of big data is introduced. Big data is the promise of giving our actions and existences a meaning that we are incapable of perceiving, for lack of sensibility (i.e., data) and understanding (i.e., algorithms). Scholars have used the Foucauldian concepts of panopticon and confession for describing the human condition in the digital age. In the conclusion, it is argued that big data makes any form of disclosure unnecessary. Big data is an ensemble of technological artifacts, methods, techniques, practices, institutions, and forms of knowledge aiming at taking over the way someone narratively accounts for himself or herself before the others. Hence, another Foucauldian notion is representative of this age: the parrhesia, to speak candidly, and to take a risk in speaking the truth, insofar as such a possibility is anesthetized.

‘I Know how much this Child has Learned. I have Proof!’

2007 ◽  
Vol 32 (3) ◽  
pp. 59-66 ◽  
Author(s):  
Margot Boardman
Keyword(s):  
Early Childhood ◽  
Digital Technologies ◽  
Early Years ◽  
Digital Cameras ◽  
Record Keeping ◽  
Study Results ◽  
Essential Components ◽  
Exciting Potential ◽  
Early Learners ◽  
Early Childhood Settings

THIS STUDY SET OUT to investigate the use of digital cameras and voice recorders to accurately capture essential components of early learners' achievements. The project was undertaken by 29 early childhood educators within kindergarten settings in Tasmania and the Australian Capital Territory. Data collected indicated that digital technologies, involving cameras and voice recorders, have the potential to facilitate the collection of accurate evidence for assessment purposes. Study results also reveal that digital tools have the potential to enhance not only the young child's learning but also the teaching methods of early childhood practitioners. The prospective value of employing digital technologies in documentation processes in the early years of education has only begun, with this study suggesting there is an exciting potential for these technologies to enhance assessment and record-keeping practices in early childhood settings.

Cyber threats to children and youth with intellectual disabilities

2018 ◽  
Vol 566 (1) ◽  
pp. 54-62
Author(s):  
Sebastian Zieliński
Keyword(s):  
New Media ◽  
Intellectual Disabilities ◽  
New Technologies ◽  
Digital Technologies ◽  
Children And Youth ◽  
Digital Tools ◽  
Negative Effects ◽  
Inappropriate Use ◽  
Cyber Crimes ◽  
Teachers And Parents

The article provides the justification for the need to analyze the area of 'new media' with regard to the use of digital tools by children and youth with intellectual disabilities. It presents the genesis of the notion of cyberspace as well as the nature of possible consequences associated with inappropriate use of digital technologies. The paper then discusses the categories of negative effects related to cyberspace and the use of new technologies by children and youth with intellectual disabilities. The increasing digitization has influenced the evolution of cyberbullying. There is no highly effective method or solution available to protect children and youth with intellectual disabilities against cyber crimes. Therefore, the idea of reasonable usage of 'new media' seems to be one of the most important tasks for educators, teachers, and parents of children and youth with intellectual disabilities in the 21st century.

Mutuality and Reciprocity in Parent–teacher Relationships: Understanding the Nature of Partnerships in Early Childhood Education and Care Provision

2017 ◽  
Vol 42 (2) ◽  
pp. 45-52 ◽  
Author(s):  
Elizabeth Rouse ◽  
Deanna O'Brien
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Performance Standards ◽  
Early Years ◽  
Small Scale ◽  
Care Provision ◽  
Childhood Education ◽  
National Quality ◽  
Education And Care ◽  
The Way

THE EXPECTATION THAT EDUCATORS will develop partnerships with parents is a key principle in early childhood education and care provision. This is particularly so in Australia where policy guidelines and quality standards list parent partnerships as key indicators of quality practice. However the language used across the two key policy documents, the Early Years Learning Framework and the National Quality Standard, is inconsistent in the way these partnerships are defined and intended to be enacted. This has resulted in an ambiguity in the way teachers and educators are engaging in partnerships in their work with families. Drawing on a framework for examining partnerships that positions the notion of mutuality and reciprocity in the centre of the relationship, and examining this through Bronfenbrenner's (1979) ecological perspective, this paper presents findings of a small scale case study that explored the extent to which these characteristics are reflected in the relationships between the teacher and parents. The study found that while the teacher was meeting identified performance standards, that a true partnership underpinned by mutuality and reciprocity was not evident in the relationships between the teacher and the families.

scholarly journals Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies

Pedagogika ◽  
2018 ◽  
Vol 68 (3) ◽  
Author(s):  
Karen Murcia ◽  
Coral Campbell ◽  
George Aranda
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Digital Literacy ◽  
Digital Technologies ◽  
International Perspective ◽  
Early Years ◽  
Digital Products ◽  
Education Practice ◽  
Childhood Education

This literature-based article explores key trends in the integration of digital technologies in education and aims to highlight issues and challenges in the relationship between technology, pedagogy and early years’ education practices. The article explores how technology, teacher training initiatives and productive play-based pedagogy could be used to improve digital literacy outcomes for early childhood learners. While situated within the Australian context, more global literature is also reviewed to provide an international perspective. This review of trends in the integration of digital technologies in education is timely due to the national and international focus on STEM (Science, Technology, Engineering and Mathematics) education, arguably for economic sustainability and the quality standards expected in early childhood education. The role of digital technologies in early childhood is increasingly discussed and negotiated in learning centres. Educators are wanting support in understanding how young children can be creators of technology rather than simply being consumers of digital products.

Sign in / Sign up

Export Citation Format

Share Document